An approach to CLIL teacher language awareness using the Language Triptychh

María Ángeles  Martín del Pozo

doi:10.58265/pulso.5082

Authors

María Ángeles Martín del Pozo Universidad de Valladolid

DOI:

https://doi.org/10.58265/pulso.5082

Keywords:

Higher Education, Teacher Training, Laguage Awareness

Abstract

CLIL teacher training is one of the main challenging concerns of both CLIL theorists and practitioners. This paper aims to contribute to the field by providing an example of a needs analysis for CLIL teacher training regarding linguistic requirements of teaching content subjects through English. The theoretical framework underlying this proposal is the Language Triptych (Coyle et al., 2010) and the dichotomy BICS/CALP (Cummins, 1984). Open questionnaires were administered to six teachers involved in a bilingual degree at Universidad de Valladolid. Data were also gathered from informal interviews. The references to linguistic issues present in their responses are classified according to the three elements of the Language Triptych (language of /for/ through learning) or the BICS/CALP distinction. Teachers show some basic language awareness which can be perceived in their reflections. The paper concludes with a proposal of linguistic contents which, according to the data analysed, seem to be appropriate for language upskilling of those who are considering commencing CLIL.

Downloads

Download data is not yet available.

References

Andrews, S. (2007). Teacher Language Awareness. Cambridge: Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511497643

Ball, P. and Lindsay, D. (2012). Language demands and support for English Medium Instruction in tertiary education. In. A. Doiz, D. Lasagabaster, & J. M. Sierra (Eds.), English-Medium Instruction at Universities: Global Challenges (pp. 44–64). Bristol: Multilingual Matters. DOI: https://doi.org/10.21832/9781847698162-007

Bertaux, P., Coonan, C. M., Frigols-Martín, M. J., & Mehisto, P. (2009). The CLIL teacher’s competences grid. Common Constitution and Language Learning (CCLL) Comenius Network. Retrieved from http://ccll-eu.eu/cms02/fileadmin/daten/Dateien/Konferenzen/THE_CLIL_TEACHER_latest_version.pdf

Bhatia, V. K. (2002a). A generic view of academic discourse. En J. Flowerdew (Comp.), Academic discourse (pp. 21-39). Harlow: Pearson Education.

CLIL Cascade Network (2010). Talking the Future: Languages in Education 2010-2020. CCN Foresight Think Tank Report: University of Jyvaskyla.

Bullock, A. (1975). A language for life: report of the Committee of Inquiry appointed by the Secretary of State for Education and Science under the chairmanship of Sir Alan Bullock. London: HMSO.

Coyle, D., Hood, P., Marsh, D. (2010). Content and Language Integrated Learning: Cambridge University Press.

Cummins, J. (1984). Bilingualism and special education: Issues in assessment and pedagogy. Clevedon, England: Multilingual Matters.

Dafouz, E. and M. Guerrini (eds.) (2009). CLIL across education levels: opportunities for all. Madrid: Richmond Publishing.

Dalton-Puffer, C. (2011). Content and language integrated learning: from practice to principles. Annual Review of Applied Linguistics, 31, 182-204. DOI: https://doi.org/10.1017/S0267190511000092

Doiz, A., Lasagabaster, D. & Sierra, J. M. (2012) (Eds.). English-Medium Instruction at Universities: Global Challenges. Bristol: Multilingual Matters. DOI: https://doi.org/10.21832/9781847698162

Durán-Martínez, R. & Beltrán-Llavador, F. (2016). A regional assessment of bilingual programmes in primary and secondary schools: The teachers’ views. Porta Linguarum 25, 79-92. DOI: https://doi.org/10.30827/Digibug.53890

Frigols M.J., Marsh D, Mephisto P., (2008). Uncovering CLIL, Oxford, Macmillan.

Eurydice Network. (2006). Content and language integrated learning (CLIL) at school in Europe. Brussels, Belgium: Eurydice.

Eurydice Network. (2012). Key Data on Teaching Languages at School in Europe 2012. Brussels, Belgium: Eurydice.

Fernández, R. & Halbach, A. (2011). Analysing the situation of teachers in the Madrid autonomous community bilingual project. In Content and Foreign Language Integrated Learning. Contributions to Multilingualism in European Contexts, Y. Ruiz de Zarobe, J. M. Sierra, & F. Gallardo del Puerto (eds.), 103‐127. Frankfurt‐am‐Main: Peter Lang.

Halbach, A. and Lázaro, A. (2015). La acreditación del nivel de lengua inglesa en las universidades españolas: Actualización 2015. Recuperado de http://www.britishcouncil.es/sites/britishcouncil.es/files/british-council-la-acreditacion-del-nivel-de-lengua-inglesa.pdf

Johnson, M. (2012). Bilingual Degree Teacher's Beliefs: A case study in a tertiary setting. Pulso Revista de Educación 35, 49-74. DOI: https://doi.org/10.58265/pulso.5046

Lasagabaster, D. and Ruiz de Zarobe, Y. (eds.) (2010). CLIL in Spain: Implementation, Results and Teacher Training, Cambridge Scholars Library: Newcastle.

Marsh, D. and Laitinen, J. (2005). Medium of instruction in European higher education: Summary of research outcomes of European Network for Language Learning Amongst Undergraduates (ENLU) Task Group 4. Jyväskylä: UniCOM, University of Jyväskylä Recuperado de, http://web.fu-berlin.de/enlu/documents.htm]

Martín del Pozo, M. A. (2013). Formación lingüística del profesorado universitario para la docencia en inglés. Revista de Docencia Universitaria. REDU, 11(3), 197–218. DOI: https://doi.org/10.4995/redu.2013.5526

Martín del Pozo, M.A. (2014). Aproximación lingüístico didáctica al discurso académico de la clase magistral en la formación del profesorado en contextos universitarios bilingües. Tesis doctoral. Universidad Complutense de Madrid.

Martín del Pozo, M.A (2015). Teacher education for content and language integrated learning: insights from a current European debate. Revista Electrónica Interuniversitaria de Formación de Profesorado 18 (3), 153-168. DOI: https://doi.org/10.6018/reifop.18.3.210401

Marsh, D. & J. Laitinen (2005). Medium of instruction in European higher education: Summary of research outcomes of European Network for Language Learning Amongst Undergraduates (ENLU) Task Group 4. Jyväskylä: UniCOM, University of Jyväskylä

Marsh, D. (2000). Using languages to learn and learning to use languages. Eds. D. Marsh – G. Langé. Finland: University of Jyväskylä.

Mehisto, P., Frigols, M.-J., and Marsh, D. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Oxford: Macmillan

Morton, T. (2012). Teachers’ knowledge about language and classroom interaction in Content and language integrated learning. Doctoral Thesis. Universidad Autónoma de Madrid.

Pavón, V., Ávila, J., Gallego, A. & Espejo, R. (2014): Strategic and organisational considerations in planning content and language integrated learning: a study on the coordination between content and language teachers, International Journal of Bilingual Education and Bilingualism, DOI: 10.1080/13670050.2014.909774 DOI: https://doi.org/10.1080/13670050.2014.909774

Pérez-Cañado, M.L. (2012). CLIL research in Europe: past, present, future. International Journal of Bilingual Education and Bilingualism 15(3), 315-341. DOI: https://doi.org/10.1080/13670050.2011.630064

Pérez Cañado, M. L. (2014). Teacher training needs for bilingual education: In-service teacher perceptions. International Journal of Bilingual Education and Bilingualism. DOI: 0.1080/13670050.2014.980778.

Pérez Cañado, M. L. (2016). Are teachers ready for CLIL? Evidence from a European study. European Journal of Teacher Education. DOI: 10.1080/02619768.2016.1138104 DOI: https://doi.org/10.1080/02619768.2016.1138104

Van Lier, L. & D. Corson (eds.) (1997). Encyclopedia of language and education, vol. 6: Knowledge about language. Amsterdam: Kluwer. DOI: https://doi.org/10.1007/978-94-011-4533-6